Learning Forward

Micro-credentials are an emerging learning design that shows promise for offering educators an on-ramp for identifying and meeting classroom-specific professional learning needs. Four key features define educator micro-credentials: They are competency-based, personalized, on-demand, and shareable. As a personalized learning design, micro-credentials allow educators to focus on a discrete skill related […]

STUDENTS’ WELL-BEING PISA 2015 Results (Volume III) OECD, 2017 Teenagers who feel part of a school community and enjoy good relations with their parents and teachers are more likely to perform better academically and be happier with their lives, according to the first OECD PISA assessment of students’ well-being. The […]

Position: Deputy director of schools, Loudon County Public Schools, Tennessee In education: 18 years Learning Forward member since: 2015 Learning Forward origin story: I became a Learning Forward member because I wanted access to professional expertise that would stretch my thought processes. I’m in a small- to medium-sized rural district […]

Stephanie Hirsh, executive director of Learning Forward, issued the following statement about the budget proposed by the Trump administration. “With the release of President Trump’s budget, it is clear that this administration is not committed to ensuring all students have equitable access to effective educators. When those of us who […]

The number of good professional learning designs available to educational leaders has multiplied in the last 10 years, especially through the use of technology. Choosing the right design requires understanding and balancing context needs with what a design offers and requires. (Member only)

CALIFORNIA POLICY An Effective Teacher for Every Student: Developing a Research Agenda to Further Policy Change Policy Analysis for California Education, January 2017 A two-day meeting brought together experts in teacher policy to flesh out and move forward a coherent research agenda that might help inform evidence-based policy in California […]

21Focus MEASURING IMPACT Why evaluations fail: To achieve meaningful results, address these common challenges. By Joellen Killion In schools and school systems, educators who lead, facilitate, manage, and advocate professional learning as a primary means for improving educators’ professional practice and student results struggle to find practical, meaningful, cost-effective, and […]

Proposed Title II funding cuts hit at the heart of teaching and learning As noted on p. 10 in Tracy Crow’s column, President Trump’s budget proposal calls for the elimination of Title II funding under the Every Student Succeeds Act (ESSA). These funds are used for professional learning needs across […]